Leisure education

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The leisure education describes the educational work in and about the time . It is considered a sub-category of social education . However, the German recreational pedagogue Wolfgang Nahrstedt is of the opinion that it should be made independent and recognized as a separate educational discipline.

There is still no really uniform theory of leisure education. Your most important theorists in Germany are Franz Pöggeler , Wolfgang Nahrstedt, Hermann Giesecke and Horst Opaschowski and in Austria Peter Zellmann and Reinhold Popp .

Target group, methodology and didactics

The target group of leisure education is not uniform in terms of age. It ranges from school-age children to people who have left working life behind. The only real commonality of the target group is that they experience leisure time as a self-determined / self-determined area of ​​life, separated from the world of training and work. Preschoolers are the only excluded population.

Accordingly, the methodological tools of leisure education are very complex. It also borrows from the methods of experiential education , game education or media education .

Leisure education gains a sharper profile through its didactics. The focus here is on leisure and its importance for the whole person. A pedagogy that is supposed to do justice to the classic claim of “making oneself superfluous” must of course not be exhausted in rudimentary method frameworks , as they are shortened in the tourism industry through the use of “animators” primarily as customer loyalty mechanisms. The work of Reinhard Markowetz and Udo Wilken can be seen as a comprehensive scientific conception of educational leisure research with a simultaneously socially inclusive intention.

The current didactic discussion focuses on the balance between the needs of entertainment and relaxation from everyday working life on the one hand and the acquisition of human and (increasingly) professional skills. The reality of long-term unemployment and thus the lack of the necessary counterpoint to leisure time is also increasingly coming into focus. Even if today we have again moved far away from the emancipatory claims of the 60s and 70s of the last century, the necessary self-definition of the individual via his leisure time and its content remains the guiding core idea of ​​leisure education and its self-image as education, which consists of people enable them to become capable of leisure time.

History and Development

Leisure education has its roots in the time after the First World War . The term was first mentioned by Fritz Klatt in programmatic writings (1927) and in his book Freizeitgestaltung (1929), which arose from the experience of leisure activities with young, working adults. At that time, approaches to “extracurricular youth work ” emerged, which in the period after the Second World War developed more and more from pure “association work” in youth associations , clubs and groups to “ open youth work ”. The donors, mainly public bodies and authorities, often also gave a socio-educational mandate. The task of the leaders and supervisors of the children's and youth leisure facilities was to combine educational concerns with pure leisure time care .

In the 1990s, leisure education experienced a massive expansion of its field of application to the tourism industry. Outdoor sports required knowledge to be imparted through playful and experience-oriented methods; collective experiences should be discussed and worked on. At the same time, recreational pedagogical approaches gained more and more importance in other areas of social pedagogy through the increased involvement of adults in learning and educational programs.

The change in the understanding of leisure since the beginning of the 20th century is also forcing leisure education to redefine and reorient it. For example, the “Recreational Pedagogy” commission founded in March 1978 within the German Society for Educational Science decided in March 1998 to rename the “Recreational Pedagogy” section to “Pedagogical Recreational Research”. This goes hand in hand with an increasing academization of the entire field of terms. According to Opaschowski, educational leisure research continues to claim a right to disciplinary independence.

Initial and continuing education

The “ Remscheid Academy for Music Education and Media Education”, especially in the areas of cultural education , games and media education , provided essential impulses for the training and further education of leisure time supervisors to become leisure time educators.

Austria

1974 in Vienna , the Vienna youth leaders School (jls) - from the "Institute for Leisure Education" (ifp) has emerged - set up through funding of the State Youth Referates at the initiative of associational youth organizations. His tasks include basic, advanced and advanced training (e.g. basic course for youth work, advanced course for youth work, course for online counseling , course for addiction prevention in youth work, open seminar program, further training for afternoon supervisors , etc.) for youth workers in Vienna (e.g. . Employees of open, association and mobile youth work ). Ifp also operates a specialist library with a focus on leisure education. The ifp cooperates with the University of Applied Sciences Vienna on the basic course for youth work and the advanced course on youth work.

A two- semester academy course is offered at the “ Federal Pedagogical Academy in Lower Austria” in Baden near Vienna . The target group are mainly teachers who already have a pedagogical training, but want to continue their education as leisure supervisors because of the difficult labor market situation for teachers. Employment in the tourism sector is promised.

literature

  • R. Freericks, D. Brinkmann (Ed.): Handbuch Freizeitsoziologie. Springer, Wiesbaden 2015, ISBN 978-3-658-01519-0 .

Individual evidence

  1. ↑ R. Markowetz , G. Cloerkes (Ed.): Leisure time in the life of disabled people. Theoretical foundations and socially integrative practice. Universitätsverlag Winter, Heidelberg 2000, ISBN 3-8253-8262-1 .
  2. ↑ Udo Wilken : Tourism and Disability - A social-didactic course book for traveling by people with handicaps. Luchterhand-Verlag, Neuwied / Kriftel, Berlin 2002, ISBN 3-472-05108-6 .

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